Charlotte, I moved all of our notes over here and put them under the correct section. I didn't actually write anyting yet, just organized the notes. P Pattie, Thank you for organizing the notes. Good idea...It will be extremely helpful. I am starting the writing under each heading. I am also using a # beside the notes to show that I used them. And yes I am getting stuck at certain places. :( The final paper needs to be 5 pages 12 point font and double spaced. If we go over, we could get 0 points. I figured each section would be about a page and the intro/end one page. The admin might be a little short so I figured the students could be longer. ??? Please feel free to add / delete/ or change anything you see that needs changing. C
Charlotte, I moved everything to a word document just to see how we are doing. Right now we are at the bottom of page 4 and that is Times pt 12 double spaced. I might have made the intro too long so we can cut some of that. Let's just finish writing it all and then we can start cutting. We have to be careful though not to cut any of our scholarly documents. We'll probably have to include less video quotes. At the bottom of this page I wrote our sources out. Red is scholarly and blue is module 1. P
Pattie, The intro paragraph is wonderful along with the other changes you made. I have made the works cited page and paid attention to the items she discussed on Thursday night. I will email you a copy. I know that we will probably not use everything in the Works Cited page, so I will take that off after we are finished with the paper. I wrote the conclusion as well. Writing is not my strong point, so please feel free to change anything. Writing seems to be a strong point for you :) As of now we have 5 1/2 pages in times 12pt double spaced. I did write some I, Charlotte statements because she wanted it written in first person...if you agree change it to We or you can add your own statements. I have highlighted the scholarly in yellow that I did not work into the certain paragraphs. We used them in other sections so we may not need them in those sections. Make sure if flows and make any changes you see. Then I think we are done. Not as hard as I thought...thanks to your organization and helping me get un-stuck! Charlotte
2/3 - Pattie, I have fixed all the citing to be MLA I think. Double check me please... There are a few wholes where the page number needs to be _. Other than that, I think the paper is ready to be fixed in final form and maybe a few sentences cut to make it exactly 5 pages. I also have the works cited completely done and ready to go. We should be ready to turn it in sometime this week. :) C
Charlotte, I am working on this on a word document now. I'm smoothing out the rough edges and making sure we used all the sources that we are citing. Did Dr. M mention making a resouces consulted page because we have several resources that we read but didn't actually include in the paper? what about all the video quotes, is she expecting a certain amount of quotes from the videos in the paper? After reading the rubric I noticed that we are supposed to relate the research and testimonials to our own learning and highlight our reflective statements. So, I changed to conclusion to make it reflective. You might want to revisit your "I" statements and make sure they are reflecting your learning. I will post a copy on the wiki when I'm done and we can do our final proofing together. P
Introduction: In 2006 the American Library Association (ALA) held a Vision Summit where five roles of the 21st century librarian were identified. These roles are, leader, teacher, instructional partner, information specialist and program administrator. Then in2009, the American Association for School Librarians published the Empowering Learners document intent on guiding school librarians through these five roles as well as the Standards for the 21st-Century learner (AASL_). Both of these documents charge librarians to become a vital piece of the educational team. Empowering Learners (2009) states that, "The school library program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information." This guideline supports the role of instructional partner. All of the identified roles of the modern librarian come together in the role of instructional partner. The librarian is not asked to be a teacher or information specialist in isolation. She is asked to play those roles in the context of her school as an instructional partner. In other words, the school librarian must be a leader, information specialist, teacher and program administrator while collaborating with teachers and administrator. Collaboration for the librarian includes knowing the curriculum thoroughly, working with teachers to develop inquiry lessons, collaborating with community stakeholder to add resources and expertise to the library program, working with administrators to build and implement building wide collaboration and collaborating with students to understand their needs (AASL __). Montiel-Overall (2005) gives the following definition of collaboration.
"Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students' progress throughout the instructional process in order to improve student learning in all areas of the curriculum." (1). Notice that in her definition, Montiel-Overall reminds us that the reason for collaboration is "to improve student learing in all areas of the curriculum." Moreillon also noted that"In the 21st century, educators' overarching common goal is increasing achievement for al learners" (Moreillon 4). Collaboration is not the end product, student improvement is the end product.We are going to take a closer look at collaboration and how it positively impacts the school librarian, teachers, students and administrators.
Definition of collaboration:
"Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students' progress throughout the instructional process in order to improve student learning in all areas of the curriculum." (Montiel-Overall 2005, n.p.) #
Teaching for Learning, Guideline #1 "The school library program promotes collaboration among memebers of the learning community and encourages learners to be
independent, lifelong users and producers of ideas and information" (p19-20) (AASL 2009) this should include knowingt the curriculum thoroughly, collaborating with teachers to develop inquiry lessons, collaborating with community stake holders to add resources and expertise, collaborating with administrators to "promote, support and implement" building collaboration, and collaborating with students to understand their needs and learn new technologies (STUDENTS) (AASL 2009) #
Librarians:
As school librarians, we are more than a librarian, we are also a teacher. Librarians are required to have three years of teaching experience before becoming a librarian. Many teachers have forgotten that we were successful teachers before becoming librarians. We have the opportunity to see the school from a "global perspective" (Principal). We see children from beginning education to possibly high school. We know where the students should be in the next few years. While collaborating with classroom teachers, we have the ability to "help the students find meaning in the curriculum" (3rd Grade Teacher). The students may not be that interested in learning about pronouns, but we have the opportunity to see the use of pronouns in later grades and the need to set the early foundation of each skill. If we base our library curriculum on the Standards for the 21st Century Learner, we have to move that curriculum out of the library. In order to give meaning to information skills those skills must be integrated. Integration supports critical thinking skills and reinforces the research and writing process. (Montiel-Overall 1). It also creates a more consistent language between the library and classroom (8th-Grade Language Arts Teacher). In short, the librarian's benefit is a more meaningful way to teach information literacy skills. Also, Collaborating with teachers benefits both the school librarian and classroom teacher because it creates an environment of accountability which results in better quality teaching (Monteil-Overall 1). McGregor summarizes that process by saying that "teachers in effective schools do not operate in isolation, unconnected with each other" (McGregor 202). Lastly, collaboration "increases our professional sense of accomplishment and makes us feel more valued" (Milburry 21). As Morellion sates "Until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured" (9).
"In the 21st century, educators' overarching common goal is increasing achievement for al learners." (Moreillon 2009, 4)
"Until teacher-librarians serve as full memebers of instructional teams, their true value as educators cannot be measured." (Moreillon, 2009 9)
integration of library literacy into curriculum supports critical thinking#, research and writing process (library standards), sense of accountability makes for better quality teaching (Montiel-Overall 2005, n.p.)
"In addition to increasing our professional sense of accomplishment, it makes us feel more valued by other educators." (LIBRARIANS) (Milburry 2004)
"...teachers in effective schools do not operate in isolation, unconnected with each other." (TEACHERS) (McGreogor 2003)
welcoming benefit of consisten language
in library and classroom
(8th-Grade LA Teacher: Karen)
takes the initiative
(HS English Teacher: Kelly)
helps students find meaning#
in the curriculum (3rd-Grade Teacher: Judy P.
offers global perspective#
(Principal: Paula)
Teachers When teachers are given the opportunity to combine their expertise with teacher librarians, new methods and possibly new curriculum is developed (Williamson, Archibald, McGregor 26). We feel that collaboration with teacher librarians gives teachers a chance to be more creative which will result in learning standards being covering more in-depth (Moreillion 2008, 1). "Collaborating with the teacher librarian has enabled me to do more planning and we get lots more ideas because we feed off each other" (Kindergarten Teacher). We also know that teachers appreciate suggestions of ideas and resources that benefit the students' learning (Kimmel 6). I,Charlotte know that many teachers teach the same thing year after year. When these teachers have a chance to team teach with the teacher librarian they are coming out of their rut and embracing new ideas and probably learning to use new technology skills that can be infused in student learning (Kilker 40).
one-on-one with students, clarification of goals and objectives, improved facilitation of differentiated instruction, integrated information and literacy skills, shared responsibilities, fewer classroom management issues, more teaching time/less distractions, expanded opportunities for creativity, personal and professional growth, integrated teaching (Moreillon 2009, 8)
collaborative relationship may renew and invigorate teaching methods, intelluctually stimulating, sense of accountability makes for better quality teaching (Montiel-Overall 2005, n.p.)
"These range from providing answers to reference questions to brainstorming ideas for library research projects and acting as a fell-fledged partner in lesson planning, implementation, and evaluation. ...collaboration with teachers is a powerful experience and service that LMTs have to offer." (TEACHERS) (Milburry 2004)
"Teachers have time to consult with the school librarian....to plan units of study" (TEACHERS) (Steck and Padget 2012)
Teachers learn to infuse technology" (TEACHERS)(kilker 1012) #
"For outside activities we are willing to share, we are willing to build on an idea. We share the responsibilities and the instruction." (TEACHERS) (Kilker 2012)
"By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement." (TEACHERS & STUDENTS) (McGregor 2003)
"...teachers in effective schools do not operate in isolation, unconnected with each other." (TEACHERS) (McGregor 2003)
Collaborating with the teacher librarian has enabled me to do more planning and we get lots more ideas because we feed off each other." (Kindergarten Teacher: Peg)# "My librarian can help me work out lesson plans that she can do with students that have to do with research, citing information, and technology." (HS English Teacher Sherri)
"It has expanded it...collaborating with teacher librarian"
(Elementary Art Teacher: Tracy) learn how to integrate research and writing process into art class, also learned how to implement rubrics (High School Art Teacher: Diane)
teachers can learn new technologies along side the students with help from the librarian (7th-Grade Social Studies Teacher: Pat)
librarians expertise can result in
great projects (HS English Teacher: Sherri) "Taking a project and making it work from the beginning to the end." (7th-Grade LA Teacher - Mary Ann)
"that when educators collaborate they generate more ideas and creativity and can cover more learning standards or integrate more material” (Moreillon 2008)#
“Teachers are very encouraged when they see benefits of collaboration for their students” (Williamson, Archibald, McGregor 2010)
“Teacher librarians and teachers combined their areas of expertise to design and deliver units of work that resulted in the production of new curriculum materials and methods” (Williamson, Archibald, McGregor 2010)#
Teachers appreciate ideas and resources being suggested not mandated (TEACHERS) Kimmel
Students: Students have many skills to learn in today's society to be skillful learners. When teachers and librarians come together to teach, students benefit greatly. Each person has a different learning style and we know that teachers each have a different teaching style. When collaboration with the school librarian takes place, students are "exposed to different teaching styles" (Montiel-Overall 1). This exposure helps the students to gain a better understanding of the concept being taught which results in "increased student achievement" (Milbury 19). Not only are students getting various teaching styles, they are also getting the benefit of more than one teacher (HS English Student Teacher). When more than one educated teacher is present, students are receiving more "one-on-one attention" (Moreillon 2008,1) that helps foster student's learning. We know that students may have questions at one time and within a few minutes the question is forgotten. When more than one teacher is present, students feel that their questions are being answered and in a timely manner. When teachers collaborate with others they have the opportunity to discuss ideas and talk through the lesson. We know that this helps the lessons to be more meaningful (Montiel-Overall 1) and results in students being exposed to deeper levels of learning. I, Charlotte know that librarians do not know everything, but I know how to find most of the information needed. When students are taught be librarians, they are also taught how to find information and possibly answers to their own questions (3rd-Grade Teacher). We believe this is a very important skill that must be taught so that students are successful life-long learners (Moreillon 2007, __). Because of test scores and other requirements in the classroom, teachers do not always have the ability to teach students this much needed skill. When students are taught by the school librarian they are also being taught the skills needed for information literacy.
individual attention, better designed lessons, access to info at point of need, access to multiple resources, engaged, more material or deeper investigaton, expanded opportinities for creativity, acquiring skills for lifelong learning, integrated learning (Moreillon 2007)#
collaborative environment makes learning more meaningful, develops skills: finding, using, evaluating information in books and multi media resources, may reach at risk students, (Montiel-Overall 2005, n.p.)#
greater understanding by being exposed to different teaching styles (Montiel-Overall 2005, n.p.)#
"The most important consequence of teacher-LMT collaboration is that it helps increase student achievement" (STUDENTS) (Milbury 2004)#
"With a solid basis of leadership and collaboration, I have been fortunate to form great partnerships to advance student learning for all departments in the school." (Kilker 2012)
"When we co-teach in the school library or in her classroom, the students benefit because we keep up a dialogue, adding layers of meaning and suggestions to our explanations and giving students multiple ideas to foster their critical thinking." (Kilker 2012)
"By collaborating, teachers and teacher librarians provide learning experiences that respond to learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement." (TEACHERS & STUDENTS) (McGregor 2003)
"They know that learning experiences are strengthened when both the classroom teacher and teacher librarian work together to achieve learning goals and objectives." (STUDENTS) (McGregor 2003)
Teacher librarian is well placed to be familiar with all curriculum. With an overall view, the teacher librarian is able to see how learning develops from year to year..." (STUDENTS) (McGregor 2003)
"Children finding anwers on their own and having a teacher librarian to do this with enables me to take a curriculum...deeper." "It allows them to learn how to find the answers to their questions."
(3rd-Grade Teacher: Judy P.)# connect curriculum in art class with reading in other classes (Elementary Art Teacher: Tracy)
benefit of two teachers
(HS English Teacher: Kelly)# "Kids get a lot more individualized attention because they are working with two teachers instead of one." (Kindergarten Teacher: Peg
learn how to use technology tools
(8th-Grade LA Teacher: Karen)
learn how to make works cited page (7th-Grade LA Teacher: Mary Ann) "Can result in really create projects for the kids."
(HS English Teacher: Sherri)
“They felt that these learning activities would be more interesting to children because of the variety”
“children could receive more one-on-one attention and instruction, and one group pointed out that students wouldn't have to wait as long to have questions answered as they would with just one teacher.” (Moreillon 2008)#
“Students also benefited from team teaching in their classroom in helping them deepen their levels of both information literacy and subject content”
(Williamson, Archibald, McGregor 2010)
Administators: Administrators are required to earn master's degree before be coming a principal. We know that during their course work, teachers collaborating with teacher librarians is not mentioned and therefore many educators do not know this collaboration should be taking place on campus. Educators are aware of the roles of teacher librarians only through their experience with librarians. Teacher librarians have the ability to "impact the academic achievement" (Principal) and therefore help to raise student's achievement which will raise test scores that principals are help accountable for (Farmer 60). We are also aware that teacher librarians are not only there for the students, we are there for everyone on campus. We can help principals through collaboration that includes agendas, literature reviews for administration, and technology. (Farmer 63). Since teacher librarians have a global perspective of the school we see the overall need of the school and know by working together many problems can be solved (McGregor 210).
Role of librarian as instructional partner (p17) according to Empowering Learnings included working with members of school community to develop policies and curriculum (ADMIN) (AASL 2009)
principals are focused on student achievement and accountability, the benefits to students of collaboration between teachers and sl meets this need
Principals are accountable to meet state and local standards, several studies have identified qualities that optimize principals’ success in meeting both sets of standards, among these qualities is the "facilitation of team spririt adn positive collaborative atmosphere." (Farmer 2007, 60)#
"...the TL can advance principals’ agendas through collaboration. Based on their expertise noted above, TLs can conduct literature reviews about administrative issues such as student retention, family involvement, and year-round scheduling. TLs can take a leadership role in professional development through their knowledge of peer coaching, technology, and content. TLs can help determine cost-effective allocation of resources through their evaluative expertise. They can help manage school knowledge through their ability to gather, organize, and make information available." (Farmer 2007, 63)#
"As Principal, I have always contented that a strong school library program plays a significant role in academic achievement, and thus the library should function as the hub of the school." (ADMIN) (Steck and Padget 2012)
"Teacher librarians can observe the overall needs of the school community and identify areas where problems might be solved by working together." (ADMIN) (McGregor)#
"There is no other position that impacts achievement to the extent that the teacher librarian does"
(Principal: Paula)
There is no one else who impacts the academic achievement#
of every single child in the building." (Principal: Paula)
Conclusion: Collaboration between classroom teachers and teacher librarians benefits not only the students. Many people on campus benefit when collaboration takes place. Teachers benefit by having someone to share ideas with and are able to reach more students. Students benefit because they are exposed to various teaching styles, more one on one time because the teacher student ratio is cut in half. Administrators benefit through this collaboration due to the fact that students are learning deeper which will result in higher test scores. Librarians benefit because we have the opportunity to develop professional growth and feel a sense of value by being an instructional partner.
Works Cited: Red ones are scholarly, blue ones are module 1
Farmer, Lesley. "Principals: Catalysts For Collaboration." School Libraries Worldwide 13.1 (2007): 56-65. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013.
Kilker, Jean. "School And Community Connections For Collaboration And Coteaching." Knowledge Quest 40.4 (2012): 38-45. Academic Search Complete. Web. 29 Jan. 2013
Kimmel, Sue C.1. "Seeing The Clouds: Teacher Librarian As Broker In Collaborative Planning With Teachers." School Libraries Worldwide 18.1 (2012): 87-96. Library Literature & Information Science Full Text (H.W. Wilson). Web. 28 Jan. 2013.
McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print
Milbury, Peter. "Librarian Collaboration With Student Teachers Via Technology: Ten Important Reasons To Take It Seriously." CSLA Journal 28.1 (2004): 19-21. Academic Search Complete. Web. 29 Jan. 2013.
Montiel-Overall, Patricia. "Toward A Theory Of Collaboration For Teachers And Librarians [Computer File]." School Library Media Research 8.(2005): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association, 2007. Print.
Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Understanding And Practice Of Classroom-Library Collaboration." School Library Media Research 11.(2008): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.
Steck, Kappy, and Lizzie Padget. "Together We Can!." Knowledge Quest 40.4 (2012): 34-37. Academic Search Complete. Web. 29 Jan. 2013.
Williamson, Kirsty, Alyson Archibald, and Joy McGregor. "Shared Vision: A Key To Successful Collaboration?." School Libraries Worldwide 16.2 (2010): 16-30. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.
Charlotte, I moved all of our notes over here and put them under the correct section. I didn't actually write anyting yet, just organized the notes. P
Pattie, Thank you for organizing the notes. Good idea...It will be extremely helpful. I am starting the writing under each heading. I am also using a # beside the notes to show that I used them. And yes I am getting stuck at certain places. :( The final paper needs to be 5 pages 12 point font and double spaced. If we go over, we could get 0 points. I figured each section would be about a page and the intro/end one page. The admin might be a little short so I figured the students could be longer. ??? Please feel free to add / delete/ or change anything you see that needs changing. C
Charlotte, I moved everything to a word document just to see how we are doing. Right now we are at the bottom of page 4 and that is Times pt 12 double spaced. I might have made the intro too long so we can cut some of that. Let's just finish writing it all and then we can start cutting. We have to be careful though not to cut any of our scholarly documents. We'll probably have to include less video quotes. At the bottom of this page I wrote our sources out. Red is scholarly and blue is module 1. P
Pattie, The intro paragraph is wonderful along with the other changes you made. I have made the works cited page and paid attention to the items she discussed on Thursday night. I will email you a copy. I know that we will probably not use everything in the Works Cited page, so I will take that off after we are finished with the paper. I wrote the conclusion as well. Writing is not my strong point, so please feel free to change anything. Writing seems to be a strong point for you :) As of now we have 5 1/2 pages in times 12pt double spaced. I did write some I, Charlotte statements because she wanted it written in first person...if you agree change it to We or you can add your own statements. I have highlighted the scholarly in yellow that I did not work into the certain paragraphs. We used them in other sections so we may not need them in those sections. Make sure if flows and make any changes you see. Then I think we are done. Not as hard as I thought...thanks to your organization and helping me get un-stuck! Charlotte
2/3 - Pattie,
I have fixed all the citing to be MLA I think. Double check me please... There are a few wholes where the page number needs to be _. Other than that, I think the paper is ready to be fixed in final form and maybe a few sentences cut to make it exactly 5 pages. I also have the works cited completely done and ready to go. We should be ready to turn it in sometime this week. :) C
Charlotte, I am working on this on a word document now. I'm smoothing out the rough edges and making sure we used all the sources that we are citing. Did Dr. M mention making a resouces consulted page because we have several resources that we read but didn't actually include in the paper? what about all the video quotes, is she expecting a certain amount of quotes from the videos in the paper? After reading the rubric I noticed that we are supposed to relate the research and testimonials to our own learning and highlight our reflective statements. So, I changed to conclusion to make it reflective. You might want to revisit your "I" statements and make sure they are reflecting your learning. I will post a copy on the wiki when I'm done and we can do our final proofing together. P
Introduction:
In 2006 the American Library Association (ALA) held a Vision Summit where five roles of the 21st century librarian were identified. These roles are, leader, teacher, instructional partner, information specialist and program administrator. Then in 2009, the American Association for School Librarians published the Empowering Learners document intent on guiding school librarians through these five roles as well as the Standards for the 21st-Century learner (AASL _). Both of these documents charge librarians to become a vital piece of the educational team. Empowering Learners (2009) states that, "The school library program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information." This guideline supports the role of instructional partner. All of the identified roles of the modern librarian come together in the role of instructional partner. The librarian is not asked to be a teacher or information specialist in isolation. She is asked to play those roles in the context of her school as an instructional partner. In other words, the school librarian must be a leader, information specialist, teacher and program administrator while collaborating with teachers and administrator. Collaboration for the librarian includes knowing the curriculum thoroughly, working with teachers to develop inquiry lessons, collaborating with community stakeholder to add resources and expertise to the library program, working with administrators to build and implement building wide collaboration and collaborating with students to understand their needs (AASL __).
Montiel-Overall (2005) gives the following definition of collaboration.
"Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students' progress throughout the instructional process in order to improve student learning in all areas of the curriculum." (1).
Notice that in her definition, Montiel-Overall reminds us that the reason for collaboration is "to improve student learing in all areas of the curriculum." Moreillon also noted that "In the 21st century, educators' overarching common goal is increasing achievement for al learners" (Moreillon 4). Collaboration is not the end product, student improvement is the end product. We are going to take a closer look at collaboration and how it positively impacts the school librarian, teachers, students and administrators.
- Definition of collaboration:
"Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students' progress throughout the instructional process in order to improve student learning in all areas of the curriculum." (Montiel-Overall 2005, n.p.) #- Teaching for Learning, Guideline #1 "The school library program promotes collaboration among memebers of the learning community and encourages learners to be
independent, lifelong users and producers of ideas and information" (p19-20) (AASL 2009) this should include knowingt the curriculum thoroughly, collaborating with teachers to develop inquiry lessons, collaborating with community stake holders to add resources and expertise, collaborating with administrators to "promote, support and implement" building collaboration, and collaborating with students to understand their needs and learn new technologies (STUDENTS) (AASL 2009) #Librarians:
As school librarians, we are more than a librarian, we are also a teacher. Librarians are required to have three years of teaching experience before becoming a librarian. Many teachers have forgotten that we were successful teachers before becoming librarians. We have the opportunity to see the school from a "global perspective" (Principal). We see children from beginning education to possibly high school. We know where the students should be in the next few years. While collaborating with classroom teachers, we have the ability to "help the students find meaning in the curriculum" (3rd Grade Teacher). The students may not be that interested in learning about pronouns, but we have the opportunity to see the use of pronouns in later grades and the need to set the early foundation of each skill. If we base our library curriculum on the Standards for the 21st Century Learner, we have to move that curriculum out of the library. In order to give meaning to information skills those skills must be integrated. Integration supports critical thinking skills and reinforces the research and writing process. (Montiel-Overall 1). It also creates a more consistent language between the library and classroom (8th-Grade Language Arts Teacher). In short, the librarian's benefit is a more meaningful way to teach information literacy skills. Also, Collaborating with teachers benefits both the school librarian and classroom teacher because it creates an environment of accountability which results in better quality teaching (Monteil-Overall 1). McGregor summarizes that process by saying that "teachers in effective schools do not operate in isolation, unconnected with each other" (McGregor 202). Lastly, collaboration "increases our professional sense of accomplishment and makes us feel more valued" (Milburry 21). As Morellion sates "Until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured" (9).
benefit of consisten language
in library and classroom
(8th-Grade LA Teacher: Karen)
(HS English Teacher: Kelly)
in the curriculum (3rd-Grade Teacher: Judy P.
(Principal: Paula)
Teachers
When teachers are given the opportunity to combine their expertise with teacher librarians, new methods and possibly new curriculum is developed (Williamson, Archibald, McGregor 26). We feel that collaboration with teacher librarians gives teachers a chance to be more creative which will result in learning standards being covering more in-depth (Moreillion 2008, 1). "Collaborating with the teacher librarian has enabled me to do more planning and we get lots more ideas because we feed off each other" (Kindergarten Teacher). We also know that teachers appreciate suggestions of ideas and resources that benefit the students' learning (Kimmel 6). I,Charlotte know that many teachers teach the same thing year after year. When these teachers have a chance to team teach with the teacher librarian they are coming out of their rut and embracing new ideas and probably learning to use new technology skills that can be infused in student learning (Kilker 40).
"My librarian can help me work out lesson plans that she can do with students that have to do with research, citing information, and technology." (HS English Teacher Sherri)
(Elementary Art Teacher: Tracy)
learn how to integrate research and writing process into art class, also learned how to implement rubrics (High School Art Teacher: Diane)
great projects (HS English Teacher: Sherri)
"Taking a project and making it work from the beginning to the end." (7th-Grade LA Teacher - Mary Ann)
Students:
Students have many skills to learn in today's society to be skillful learners. When teachers and librarians come together to teach, students benefit greatly. Each person has a different learning style and we know that teachers each have a different teaching style. When collaboration with the school librarian takes place, students are "exposed to different teaching styles" (Montiel-Overall 1). This exposure helps the students to gain a better understanding of the concept being taught which results in "increased student achievement" (Milbury 19). Not only are students getting various teaching styles, they are also getting the benefit of more than one teacher (HS English Student Teacher). When more than one educated teacher is present, students are receiving more "one-on-one attention" (Moreillon 2008,1) that helps foster student's learning. We know that students may have questions at one time and within a few minutes the question is forgotten. When more than one teacher is present, students feel that their questions are being answered and in a timely manner. When teachers collaborate with others they have the opportunity to discuss ideas and talk through the lesson. We know that this helps the lessons to be more meaningful (Montiel-Overall 1) and results in students being exposed to deeper levels of learning. I, Charlotte know that librarians do not know everything, but I know how to find most of the information needed. When students are taught be librarians, they are also taught how to find information and possibly answers to their own questions (3rd-Grade Teacher). We believe this is a very important skill that must be taught so that students are successful life-long learners (Moreillon 2007, __). Because of test scores and other requirements in the classroom, teachers do not always have the ability to teach students this much needed skill. When students are taught by the school librarian they are also being taught the skills needed for information literacy.
"It allows them to learn how to find the answers to their questions."
(3rd-Grade Teacher: Judy P.)#
connect curriculum in art class with reading in other classes (Elementary Art Teacher: Tracy)
(HS English Teacher: Kelly)#
"Kids get a lot more individualized attention because they are working with two teachers instead of one." (Kindergarten Teacher: Peg
(8th-Grade LA Teacher: Karen)
(7th-Grade LA Teacher: Mary Ann)
"Can result in really create projects for the kids."
(HS English Teacher: Sherri)
“children could receive more one-on-one attention and instruction, and one group pointed out that students wouldn't have to wait as long to have questions answered as they would with just one teacher.” (Moreillon 2008)#
(Williamson, Archibald, McGregor 2010)
Administators:
Administrators are required to earn master's degree before be coming a principal. We know that during their course work, teachers collaborating with teacher librarians is not mentioned and therefore many educators do not know this collaboration should be taking place on campus. Educators are aware of the roles of teacher librarians only through their experience with librarians. Teacher librarians have the ability to "impact the academic achievement" (Principal) and therefore help to raise student's achievement which will raise test scores that principals are help accountable for (Farmer 60). We are also aware that teacher librarians are not only there for the students, we are there for everyone on campus. We can help principals through collaboration that includes agendas, literature reviews for administration, and technology. (Farmer 63). Since teacher librarians have a global perspective of the school we see the overall need of the school and know by working together many problems can be solved (McGregor 210).
(Principal: Paula)
of every single child in the building." (Principal: Paula)
Conclusion:
Collaboration between classroom teachers and teacher librarians benefits not only the students. Many people on campus benefit when collaboration takes place. Teachers benefit by having someone to share ideas with and are able to reach more students. Students benefit because they are exposed to various teaching styles, more one on one time because the teacher student ratio is cut in half. Administrators benefit through this collaboration due to the fact that students are learning deeper which will result in higher test scores. Librarians benefit because we have the opportunity to develop professional growth and feel a sense of value by being an instructional partner.
Works Cited: Red ones are scholarly, blue ones are module 1
"3rd-Grade Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013.http://www.youtube.com/watch?v=3BDmBkouDxk&feature=youtu.be
"7th-Grade Language Arts Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=z7Wa8ByfLtQ&feature=youtu.be
"7th-Grade Social Studies Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=HVp5HIwxqho&feature=youtu.be
"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=PXZnOm5iRqk&feature=youtu.be
AASL. Empowering Learners. Chicago: American Association of School Librarians, 2009. Print
"Elementary Art Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=gbSH-WvyjvM&feature=youtu.be
Farmer, Lesley. "Principals: Catalysts For Collaboration." School Libraries Worldwide 13.1 (2007): 56-65. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013.
"High School Art Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2003. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=n5XJq9MQKdI&feature=youtu.be
"High School English Student Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=mkdkXPyDPfU&feature=youtu.be
"High School English Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=mettJhO2DFw&feature=youtu.be
Kilker, Jean. "School And Community Connections For Collaboration And Coteaching." Knowledge Quest 40.4 (2012): 38-45. Academic Search Complete. Web. 29 Jan. 2013
Kimmel, Sue C.1. "Seeing The Clouds: Teacher Librarian As Broker In Collaborative Planning With Teachers." School Libraries Worldwide 18.1 (2012): 87-96. Library Literature & Information Science Full Text (H.W. Wilson). Web. 28 Jan. 2013.
"Kindergarten Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=_YnGbQh832U&feature=youtu.be
McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print
Milbury, Peter. "Librarian Collaboration With Student Teachers Via Technology: Ten Important Reasons To Take It Seriously." CSLA Journal 28.1 (2004): 19-21. Academic Search Complete. Web. 29 Jan. 2013.
Montiel-Overall, Patricia. "Toward A Theory Of Collaboration For Teachers And Librarians [Computer File]." School Library Media Research 8.(2005): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association, 2007. Print.
Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Understanding And Practice Of Classroom-Library Collaboration." School Library Media Research 11.(2008): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.
"Principal." Inverview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. http://www.youtube.com/watch?v=q7Ob08TRP38&feature=youtu.be
Steck, Kappy, and Lizzie Padget. "Together We Can!." Knowledge Quest 40.4 (2012): 34-37. Academic Search Complete. Web. 29 Jan. 2013.
Williamson, Kirsty, Alyson Archibald, and Joy McGregor. "Shared Vision: A Key To Successful Collaboration?." School Libraries Worldwide 16.2 (2010): 16-30. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.